Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researchers, there are some methodologies that are used less frequently. The aim of this volume is to introduce and discuss these less frequently used methodologies. Each methodology is discussed in two chapters, a theoretical and a practical chapter. In the theoretical chapters, the theoretical foundations, methodological orientation, ethical issues, and critiques and responses are discussed. In the practical chapters, a showcase study is presented and discussed, including why the methodology was used, how it was implemented, the challenges the researchers faced, and the insights they gained. The volume contributes to the current methodological discussion in AL and provides early-career and seasoned researchers with the necessary discussion about these methodological orientations. Future AL researchers may use these methodologies to investigate research questions in their areas of interest. In addition, the volume can complement current methodological resources in postgraduate research methodology courses.

lgrsnf/Less Frequently Used Research Methodologies in Applied Linguistics.pdf

Benjamins Publishing Company, John

Netherlands, Netherlands

PS, 2024

Less Frequently Used Research Methodologies in Applied Linguistics
Editorial page
Title page
Copyright page
Table of contents
Chapter 1 Introduction
1. Introduction
2. A synopsis of the chapters
References
Chapter 2 The Multiperspectival Approach to Applied Linguistic research
1. Introduction
2. Theoretical foundations
3. Methodological orientation
3.1 Principles and affordances
3.1.1 The researcher’s perspective
3.1.2 Participants’ perspective
3.1.3 Textual perspective
3.1.4 The social action perspective
3.1.5 The socio-historical perspective
3.2 Types of research questions addressed by MPA
3.3 Procedures of data collection and analysis
3.4 Ethical issues
4. Critiques and responses
5. Conclusions
References
Chapter 3 Implementing the Multiperspectival Approach (MPA)
1. Introduction
2. An overview of the study
3. Why was MPA used?
4. How was the MPA implemented?
5. What were the challenges of MPA, how were they addressed, and what insights emerged?
6. Conclusions
References
Chapter 4 Multimodality
1. Introduction
2. Theoretical foundations
2.1 Multimodality as a functionalist social semiotic inquiry
2.2 Social semiotics and systemic functional multimodal discourse analysis (SF-MDA)
3. Methodological orientation
3.1 Principles and affordances
3.2 Types of research questions addressed by social semiotics and SF-MDA
3.3 Procedures of data collection and analysis
3.3.1 Data collection
3.3.2 Data analysis
3.4 Research ethics
4. Systemic-functional semiotics
5. Conclusions
References
Chapter 5 Applying multimodal analysis
1. Introduction
2. An overview of the research focus and the case studies
2.1 Embodied teaching
2.2 Language textbook analysis
3. Why multimodal analysis?
3.1 Multimodality in embodied teaching
3.2 Multimodality in analyzing language textbooks
4. Implementing the studies using multimodal analysis
4.1 Case study 1
4.2 Case study 2
5. Conclusions
References
Chapter 6 Conversation analysis
1. Introduction
2. The ontological and epistemological foundations of ethnomethodology and CA
2.1 Ethnomethodology
2.2 Conversation analysis (CA)
2.2.1 Context in CA
3. An overview of how conversation analysts set about doing emic research
3.1 What types of research questions do conversation analysts address, and how do we generate them?
3.2 Procedures of data collection, transcription, and analysis
4. The formal structure of talk
4.1 Turn-taking
4.2 Repair
4.3 Sequence organization
4.4 Preference
5. Transcription conventions
5.1 Jeffersonian transcription conventions
5.2 Multimodal transcription
5.2.1 Analysis
6. Critiques and responses
6.1 Moerman’s contextual critique of conversation analysis
6.2 The epistemics debate
6.3 The Schegloff/Wetherell/Billig debates
7. Ethical issues
8. Conclusions
References
Appendix 1. Jeffersonian transcription conventions (based on Markee, 2015)
Chapter 7 Doing conversation analysis
1. Introduction
2. An overview of the present study
2.1 Communication strategies
2.2 Learning behavior tracking
2.3 Participants
2.4 Data and analysis
2.4.1 Analysis
3. Why was Conversation Analysis (CA) used? And how was it implemented?
4. What challenges did the researchers face? How were the challenges addressed?
5. Insights gained using the conversation analysis
6. Conclusions
References
Chapter 8 Grounded Theory
1. Introduction
2. Theoretical foundations
2.1 American pragmatism
2.2 Symbolic interactionism
2.3 Empirical sociology
2.4 Emergence of the grounded theory methodology
3. Methodological orientation
3.1 Principles and affordances
3.2 Types of research questions addressed by the GTM
3.3 Procedures of data collection and analysis
3.4 Ethical issues
4. Critiques and responses
5. Conclusions
Funding
References
Chapter 9 Applications of Grounded Theory in the field of Extensive Reading
1. Introduction
2. Overview of the study
3. Why was the GTM used? How was it implemented?
3.1 Initial venue
3.2 Research participants
3.3 Research procedures in the field
4. What challenges were faced? How were the challenges addressed?
5. Insights gained using the grounded theory method
5.1 Infograzing
5.2 Bookmining
5.3 Storyhunting
6. Conclusions
Funding
References
Chapter 10 Phenomenology
1. Introduction
2. Theoretical foundations
3. Methodological orientation
3.1 Principles and affordances
3.2 Types of research questions addressed
3.3 Data collection and analysis procedure
3.4 Ethical considerations
4. Critiques and responses
5. Conclusions
References
Chapter 11 Phenomenology
1. Introduction
2. An overview of the study
3. Why was phenomenology chosen, and how was it implemented?
4. Challenges faced and how they were addressed
5. Insights gained using phenomenology
6. Conclusions
References
Chapter 12 Narrative inquiry
1. Introduction
2. Theoretical foundations
3. Methodological orientations
3.1 Principles and affordances
3.2 Types of RQs addressed by narrative inquiry
3.3 Procedures of data collection and analysis
3.4 Ethical issues
4. Critiques and responses
5. Conclusions
Funding
Acknowledgements
References
Chapter 13 Narrative inquiry
1. Introduction
2. An overview of the study
3. Why was narrative inquiry used?
4. What challenges were faced?
5. Insights gained
6. Conclusions
References
Appendix. Transcription and abbreviations conventions
Chapter 14 Repertory grids
1. Introduction
2. Theoretical foundations
3. Methodological orientation
3.1 Principles and affordances
3.2 Types of RQs addressed by repertory grid
3.3 Procedures of data collection and analysis
3.4 Ethical issues
4. Critiques and responses
5. Conclusions
References
Chapter 15 Repertory grids
1. Introduction
2. An overview of the study
3. Why was repertory grid technique used?
4. What challenges were faced?
5. Insights gained using repertory grid technique
6. Conclusions
References
Chapter 16 Challenges and contributions of less frequently used methodologies
1. Introduction
2. Challenges faced; insights gained
3. Ethical issues
4. Methodological contributions
References
Index

2024-03-08